学术英语-综合-Unit-3-PPT.pptx

学学术术英英语语 综综合合 Unit 3 PPTUnit 3PsychologyUnit ContentsUnit objectivesText AText BText CAcademic language and discourseListeningSpeakingWritingUnit Objectives1.Professional KnowledgeGetacquaintedwithsomeimportantpsychologicalconcepts(e.g.optimist,pessimist,personality,charactertraits,etc.)2.ReadingSummarizethemainideasofatextandidentifyessentialsupportingpointsUnderstanddifficultsentences(e.g.,sentenceswithformalwordsorexpressions)IdentifycomparisonandcontrastUnit 3PsychologyUnit Objectives3.ListeningUnderstandimportantsupportingdetails4.SpeakingMakeaclear,conciseandreliableargument5.WritingKnowthebasicelementsandstructureoftheintroductionsectionofaresearchpaper.Unit 3PsychologyUnit Objectives6.ResearchingIndependentlylocateandstudyavarietyofresources(articles,books,videos,etc.)toknowmoreaboutthestudyofpsychology7.Academic language and discourseKnowwhatiscollocationAcquiresomespecializedvocabularyinpsychologyUnderstandthedifferencesbetweencomparisonandcontrastComprehendstylisticdifferencesbetweenformalandinformalEnglishandacquiresomeformalexpressionsUnit 3PsychologyText A Lead-inListentwicetoatalkonwhatpsychologistsdoandfillintheblankswiththeexactwordsyouveheard.Shareyouranswerswithyourfellowclassmates.Unit 3PsychologyText A Overview1.SummarizethemainideasofTextA.2.DoTask1/OverviewAcontrastbetweenpessimistsandoptimistsHow they view bad events,defeats,etc.Pessimists:Badeventswilllastalongtime,willundermineeverythingtheydo,andaretheirownfault.Optimists:Defeatisjustatemporarysetback;defeatisnottheirfault;abadsituationisachallenge.Different consequences brought by their different approaches Pessimists:GiveupmoreeasilyandgetdepressedmoreoftenOptimists:Domuchbetterinschoolandatwork;moreapttobeelectedwhenrunningforoffice;agewellandlivelongerUnit 3PsychologyText A In-depth analysis1.Contributeasmuchaspossiblewhatyouknowaboutthefollowing:optimismpessimismUnit 3PsychologyText A Supplementary informationPessimism vs.optimismImagineyoudividedeveryoneintheworldintotwopsychologicalgroups.Youputalltheoptimistsononesideandallthepessimistsontheother(letsleavetherealistsasidefornow).Amongsttheoptimiststheconversationwouldallbeaboutfantasticplansforthefuture.Meanwhilethepessimistsarehavingwhatmightseemtotheoptimistslikeadepressingdiscussion.Theyreworryingaboutallthethingsthatmightgowrong.Theyreworriedthateventhethingstheyhavewillbetakenawayfromthembysomecrueltwistoffate.Unit 3PsychologyText A Supplementary informationOvertheyearspsychologistshaveexaminedmanyaspectsofpessimismandoptimism.Theresgoodnewsforall.Therearesomeadvantagestooptimismlikeitseemstomakepeoplefeelbetteraboutlife.Buttherearealsoadvantagesforpessimismasthinkingtheworsthelpssomepessimistscopebetterwiththeworld.However,weshouldbelessconcernedwithwhichis“better”orwhichcampislargerandmoreinterestedinwhypeopleseetheworldinsuchdifferentwaysinthefirstplace.Unit 3PsychologyText A In-depth analysis2.Have a group discussion about the twoquestionsinTask2/Pointsfordiscussion.Unit 3PsychologyText B Text Analysis1.the English idiom“dont judge a book by itscover”TheverycommonEnglishidiom“dontjudgeabookbyitscover”isametaphoricalphrasewhichmeans“dontdeterminetheworthofsomethingbasedonitsappearance”.ItisprobablythemostcommonexpressionusedinEnglishtoconveyattitudesagainstvanity.Anothercommonlyusedexpressionwithsimilarmeaningis“allthatglittersinnotgold”,meaningthatnoteverythingthatlookspreciousortrueturnsouttobeso.Thiscanapplytopersons,places,orthingsthatpromisetobemorethantheyreallyare.Unit 3PsychologyText B Text Analysis2.Weareoftencautionedagainstjudgingabookbyitscover.Whatdoesitimplywhenitcomestomakingajudgmentofsomebody?Itimpliesthatpeoplearenotalwayswhattheyseem,thatsurfaceappearancesaredeceptive.Peopleshouldntbejudgedbyhowtheylookbutbejudgedbytheiractions.Unit 3PsychologyText B Text Analysis3.Whatmessagedoestheauthorwanttoconveythroughahostofexampleslistedinthetext？Theauthorwantstoconveytoreadersthatpeople,atalltimes,tendtoformaquickimpressionofothersbasedonlyonaquick“snapshot”ofinformationandthattheyareprogrammedbyevolutiontoresponddifferentlytopeoplewithdifferentfeatures.Forexample,theymayrespondgentlytoinfantilefeaturessothatrealbabiesoradultswithbabyfacesaretreatedwithtendercare.Unit 3PsychologyText B Text Analysis4.DoTask2/CriticalReadingandThinking/TextBingroupsof4-5todiscusswhetheritsalmostimpossiblenottojudgeanindividualbytheirappearanceintodayssociety.Unit 3PsychologyText B ResearchingFormintoteamstodothetaskinResearching/TextB.Withineachteam,thereare:facilitator:ThinkaboutthewholegroupandmanagethetaskMakesureeveryonefeelsincludedandhasajobtodobeforeandduringthediscussion.Presideovertheclassroomdiscussion.recorder:Makenotesofthegroupdiscussion.Workwiththereporter,whowillhavetoreadfromthenotes.reporter:Summarizeandpresenttheresultstotheclass.Speakonbehalfofthegroup.Unit 3Psychology1.ContributewhatyouknowaboutIQtestandthengiveexamplesasmanyaspossible.Text C Text AnalysisUnit 3PsychologyText C Supplementary information Insurance sales jobsJobdutiesofinsurancesalesaretogetasmanypeopleinterestedintobuyingvarioustypesofinsurance,suchaslife,car,health,propertyandcasualty.Forinsurancesalesagentjobs,mostcompaniesandindependentagenciesprefertohirecollegegraduatesespeciallythosewhohavemajoredinbusinessoreconomics.Manycollegesanduniversitiesoffercoursesininsurance,andafewschoolsofferabachelorsdegreeinthefield.Collegecoursesinfinance,mathematics,accounting,economics,businesslaw,marketing,andbusinessadministrationenableinsurancesalesagentstounderstandhowsocialandeconomicconditionsrelatetotheinsuranceindustry.Unit 3PsychologyText C Supplementary informationCoursesinpsychology,sociology,andpublicspeakingcanproveusefulinimprovingsalestechniques.Inaddition,familiaritywithcomputersandpopularsoftwarepackageshasbecomeveryimportant.Infact,manyentrantstoinsurancesalesagentjobstransferfromotheroccupations.Insellingcommercialinsurance,technicalexperienceinaparticularfieldcanhelpsellpoliciestothoseinthesameprofession.Unit 3PsychologyText C Supplementary information2.IQ testIQ,shortforintelligencequotient,isascorederivedfromoneofseveralstandardizedtestsdesignedtoassessintelligence.TheabbreviationIQcomesfromtheGermantermIntelligenz-Quotient,originallycoinedbypsychologistWilliamStern.WhencurrentIQtestsaredeveloped,themedianrawscoreofthenormingsampleisdefinedasIQ100andscoreseachstandarddeviation(SD)upordownaredefinedas15IQpointsgreaterorless,althoughthiswasnotalwayssohistorically.IQscoresareusedaspredictorsofeducationalachievement,specialneeds,jobperformanceandincome.TheyarealsousedtostudyIQdistributionsinpopulationsandthecorrelationsbetweenIQandothervariables.Unit 3Psychology2.AnswerthequestionsafterTextC.Text C Text AnalysisTwokindsoftestsaregenerallyusedtopredictpotentialforsuccess.Whatarethey?Whatsthetheorybehindeachofthem?Accordingtotraditionalwisdom,whatarethetwoessentialingredientsofsuccess?Whatviewpointdoestheauthorholdinthisregard?Unit 3PsychologyAcademic language and discourse1.Whatiscollocation?Collocation2.DoTask1Collocation/Languagebuilding-up/TextAUnit 3PsychologyAcademic language and discourse3.Additionalclassroomactivity:Translate the followingphrases,which appear in Texts Band C,fromChineseintoEnglish.使相互关联快速翻阅一本杂志 体格和个性之间的紧密联系 社会观察者 许多提示 成功的潜能 弥补天资的不足 追求成功的强烈意愿 correlate sth.with sth.flip quickly through the pages of a magazinea strong link between physique and personalitysocial perceiversa host of cuespotential for successmake up for meager talenta passionate desire to succeed CollocationUnit 3PsychologyAcademic language and discourseSupplementaryinformationCollocationTheterm“collocation”isusedtorefertoasequenceofwordsthatcommonlyoccurtogetherliketake a chance,run for office,sink into despair.Manylinguistsviewcollocationalknowledgeastheessenceoflanguageknowlege.Andthebestwaytoexplainnativelike accuracy andnativelike fluencyis that inaddition toknowing the rules of the language,people store numerouspreconstructedchunksorcollocationsintheirmemory.Unit 3PsychologyAcademic language and discourseSupplementaryinformationThereareseveraldifferenttypesofcollocationmadefromcombinationsofverb,noun,adjectiveetc.Someofthemostcommontypesare:Adverb+Adjective,for example:completelysatisfied(NOTdownrightsatisfied)Adjective+Noun,for example:excruciatingpain(NOTexcruciatingjoy)Noun+Noun,for example:asurgeofanger(NOTarushofanger)Noun+Verb,for example:lionsroar(NOTlionsshout)Verb+Noun,for example:commitsuicide(NOTundertakesuicide)Verb+Prepositional Phrase,for example:burstintotears(NOTblowupintears)Verb+Adverb,for example:wavefrantically(NOTwavefeverishly)Unit 3PsychologyAcademic language and discourseSignpostlanguage1.Keywordscommonlyusedtoexpresscomparison:like,similar,similarly,as,same,the same as,in the same way,too,as well as,both,most important,have in common2.Keywordscommonlyusedtoexpresscontrast:although,yet,whereas,however,But,while,instead,unless,unlike,on the contrary,contrary to,even though,on the other hand,the reverseUnit 3PsychologyAcademic language and discourseSignpostlanguage3.DoTask2/Languagebuilding-up/TextA.Unit 3PsychologyAcademic language and discourseSignpostlanguage4.WritedownmoreexamplesinwhichcontrastsareusedinTextA.Thisfatherandmotherhavetwodifferentwaysoflookingattheworld.Wheneversomethingbadhappenstohim.heimaginestheworst.Heispronetodepression;hehaslongboutsoflistlessness;hishealthsuffers.She,ontheotherhand,seesbadeventsintheirleastthreateninglight.Toher,theyaretemporaryandsurmountable,challengestobeovercome.Afterareversal,shecomesbackquickly,soonregainingherenergy.Herhealthisexcellent.(Para.18)Unit 3PsychologyAcademic language and discourseSignpostlanguageThedefiningcharacteristicofpessimistsisthattheytendtobelievebadeventswilllastalongtime,willundermineeverythingtheydo,andaretheirownfault.Theoptimists,whenconfrontedwiththesamehardknocksofthisworld,thinkaboutmisfortuneintheoppositeway.Theytendtobelievedefeatisjustatemporarysetback,thatitscausesareconfinedtothisonecase.Theoptimistsbelievedefeatisnottheirfault.Confrontedbyabadsituation,theyperceiveitasachallengeandtryharder.(Para.19)Literallyhundredsofstudiesshowthatpessimistsgiveupmoreeasilyandgetdepressedmoreoften.Theseexperimentsalsoshowthatoptimistsdomuchbetterinschoolandcollege,atworkandontheplayingfield.Theyregularlyexceedthepredictionsofaptitudetests.(Para.20)Unit 3PsychologyAcademic language and discourseFormalEnglish1.SourcesofinputfordifferenttypesofEnglish.Unit 3PsychologyAcademic language and discourseFormalEnglish2.DoTask3/Languagebuilding-up/TextA.Unit 3PsychologyAcademic language and discourseFormalEnglish3.ThefollowingsentencesareselectedfromTextA.Changetheunderlinedformalwordsorexpressionsintoformsthatareneutralorlessformal.Unit 3PsychologyAcademic language and discourseFormalEnglishfull ofis(immediately)alert and energetickeeping thinking aboutbeen deeply involved in a sense of hopelessnesslikely to suffer fromnot easily disturbedmurmuring about commonplace remarksofficially approvedUnit 3PsychologyListening1.Whyaresupportingdetailsimportanttounderstandanargument?2.Listentotheclipanddothetasks.Unit 3PsychologyListeningMoreaboutlisteningformainideasSomestrategiesofhowtogetaspeakersmainidea:Listenforathesisstatementattheendoftheintroduction.Listenforrhetoricalquestions,orquestionsthatthespeakerasks,andthenanswers.Oftentheansweristhethesis.Noticeideasthatarerepeatedorrephrased.Herearesomesentencepatternsforyourreference:Ill say this again So again,let me repeat Let me put it another way The most important thing to know is What you need to know is Unit 3PsychologySpeaking1.MakinganargumentMakinganargumentisanessentialpartofacademicspeaking.Anargumentconsistsoftwoparts:1)thesisstatementorclaim;2)evidencethatsupportstheclaim.Thethesisstatementshouldbeclearandconcise,whiletheevidenceshouldbeconvincingandreliable.Unit 3PsychologySpeaking2.Readthefollowingtipsabouthowtostateyourviewswhilebeingcollectedandreasonable.Stay calm.Stay calm.The energy you give off is usually picked up on by the other person;if you are calm they sense you mean no harm and relax more.Also consider your tone of voice;try to keep a steady,low tone and volume.Whats more,consider your body language:have a good firm posture that makes your feel powerful but not aggressive.Dont insult the other person.Dont insult the other person.Avoid saying something that might be taken as an insult.When people are angry they are much more sensitive and will take even the smallest comment as an insult.Unit 3PsychologySpeakingExpress that you are willing to listen to the other person and respect them.Eventhoughyoumightnotagreewithwhattheotherpersonissayingyouneedtorememberthattheymightfeeljustasstronglyabouttheirviewsasyoudoaboutyours.Be reasonable.Theoutcomeoftheargumentmightnotbeexactlywhatyouwanted,butneverexpecttogeteverythingyouwant.Be civil,the loudest person is usually wrong.Screamingortryingtobeheardisnotagoodwaytomakeyourargument;itcomesoffimmature.Make sure you are familiar in the subject!Youdontwanttogetinanargumentaboutdogtrainingwithanexpertwhenyouvejustmanagedtotrainyourdogtosit.Press your point.Pickareasonableidea,andsticktoitdontletthepersonyourearguingwithdistractyouorleadyouawayfromthesubject.Unit 3PsychologySpeaking3.AdditionaltipswithregardtomakingagoodargumentDont swear.Otherwise,theotherpersonwillthinkthatyouaregoingtobeunreasonableandsetafarmoreaggressivetonethanneeded.Keep your voice at a normal volume.Dont let your argument last too long.Theargumentdegradesifitsheldout.Allow each person to speak and make their point.Set healthy boundaries.Ifthepersonwithwhomyouarearguingisangryorverballyabusive,shouldyoureallybeinteractingwiththem?Inthiscase,itmaybebettertowalkaway.Unit 3PsychologySpeaking4.Formintogroupsof4-5andhaveadiscussionaboutthetopicsinTask/Speaking.Trytousethestrategiesofmakingagoodargument.Unit 3PsychologyWritingHow to write an introduction?Intheintroductionpartofyourresearchpaper,youneedtocatchthereadersattention,getthempreparedforthesubject,setthestageforthepaperandputyourtopicinperspective.Thefollowingaresomeguidelinesforwritinganintroduction:Trytocreatean“eye-catching”openingsentencethatcanengageyourreader.Rememberfirstimpressionsareimportant.Establishthecontextofyourresearchbystatingthegeneralideasorinformationwithregardtothesubject.Clearlyidentifyyourresearchquestion(s)andwriteyourthesisstatement,thatis,thesentence(s)thatincludesthemainideaand/orcentralpurposeofyourresearchpaper.SupplementaryinformationUnit 3PsychologyWritingAdditional strategies for writing an introductory paragraph1)CraftingthehookThinkaboutusinganinterestingfactorstatisticasahook.Thinkaboutusingananecdoteasahook.Thinkaboutusingaquotationasahook.Thinkaboutposingarelevantandprovokingquestionasahook.2)TransitioningtothethesisContinueexplainingthehook,ifnecessary.Begintransitioningtothethesis,perhapsbyoutliningyourargument.Findawaytoconnecthowyoustartedyouressaytowhatyouressayisabout.SupplementaryinformationUnit 3PsychologyWritingAdditional strategies for writing an introductory paragraph3)WritingthethesisBeforewritingyourthesis,askyourselfwhatyourereall